Formats and tools
- Unit Description
- Reconstruct the unit from the xml and display it as an HTML page.
- Assessment Tool
- an assessor resource that builds a framework for writing an assessment tool
- Assessment Template
- generate a spreadsheet for marking this unit in a classroom environment. Put student names in the top row and check them off as they demonstrate competenece for each of the unit's elements and performance criteria.
- Assessment Matrix
- a slightly different format than the assessment template. A spreadsheet with unit names, elements and performance criteria in separate columns. Put assessment names in column headings to track which performance criteria each one covers. Good for ensuring that you've covered every one of the performance criteria with your assessment instrument (all assessement tools together).
- Wiki Markup
- mark up the unit in a wiki markup codes, ready to copy and paste into a wiki page. The output will work in most wikis but is designed to work particularly well as a Wikiversity learning project.
- Evidence Guide
- create an evidence guide for workplace assessment and RPL applicants
- Competency Mapping Template
- Unit of Competency Mapping – Information for Teachers/Assessors – Information for Learners. A template for developing assessments for a unit, which will help you to create valid, fair and reliable assessments for the unit, ready to give to trainers and students
- Observation Checklist
- create an observation checklist for workplace assessment and RPL applicants. This is similar to the evidence guide above, but a little shorter and friendlier on your printer. You will also need to create a seperate Assessor Marking Guide for guidelines on gathering evidence and a list of key points for each activity observed using the unit's range statement, required skills and evidence required (see the unit's html page for details)
- Self Assessment Survey
- A form for students to assess thier current skill levels against each of the unit's performance criteria. Cut and paste into a web document or print and distribute in hard copy.
- Moodle Outcomes
- Create a csv file of the unit's performance criteria to import into a moodle course as outcomes, ready to associate with each of your assignments. Here's a quick 'how to' for importing these into moodle 2.x
- Registered Training Organisations
- Trying to find someone to train or assess you? This link lists all the RTOs that are currently registered to deliver PUAFIR508, 'Develop and analyse the behaviour and suppression options for a wildfire'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Develop and analyse the behaviour and suppression options for a wildfire' on fishpond.com.au. This online store has a huge range of books, pretty reasonable prices, free delivery in Australia *and* they give a small commission to ntisthis.com for every purchase, so go nuts :)
Elements and Performance Criteria
ELEMENTS | PERFORMANCE CRITERIA | ||
Elements describe the essential outcomes. | Performance criteria describe the performance needed to demonstrate achievement of the element. | ||
1 | Analyse factors that canimpact awildfire and develop predictions | 1.1 | Information on current and future fire behaviour and spread is collected from a range of sources and is recorded, in accordance with organisational procedures |
1.2 | Analysis is undertaken of fuels, fuel assessment, weather analysis and the effects of topography on fire behaviour | ||
1.3 | Relevant site information is sought form data bases or experts, in accordance with organisational procedures | ||
1.4 | Appropriate fire prediction tools and references are utilised in the analysis of fire behaviour and spread | ||
1.5 | Fire behaviour and spread predictions are developed, in accordance with organisational procedures | ||
1.6 | Predicted fire behaviour is validated against actual observations and intelligence as it becomes available | ||
2 | Develop and maintainmaps and data | 2.1 | Required map information and data regarding predicted fire spread and behaviour is prepared |
2.2 | Quality information is provided within required timeframes for fire control planning | ||
2.3 | Key assumptions and limitations affecting the predictions are identified and reported | ||
2.4 | Fire behaviour and spread predictions are updated as new weather and fire information becomes available | ||
3 | Analyse and communicate risks | 3.1 | Location and timing of potential future impact of the fire is predicted |
3.2 | Key risks of fire to human, economic and environmental assets are considered, in accordance with organisational procedures | ||
3.3 | Fire and weather are monitored to assess if and or when fire behaviour is likely to change | ||
3.4 | Identified risks and impacts are communicated to relevant personnel | ||
4 | Contribute to the analysis offire suppression options | 4.1 | Participate in preparation of options analysis for consideration by the Incident Management Team (IMT) |
4.2 | Relevant time frames and fire behaviour thresholds for fire suppression strategies and tactics are considered | ||
4.3 | Predicted changes to or variations in fire behaviour conditions due to fuel, weather, topography and fire size are reviewed and considered | ||
4.4 | Advice and analysis are provided to the IMT, in accordance with organisational procedures, to assist in developing strategies including fall back strategies | ||